Conceptual frame for selecting individual psychotherapy in the schools

• Published in: Psychology in the schools Vol. 46; no. 3; pp. 218 - 224
• Main Authors: Hughes, Tammy L., Theodore, Lea A.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01-03-2009; John Wiley & Sons, Inc; Wiley
• Subjects: Behavior Modification; Biological and medical sciences; Child Development; Children; Disabilities; Elementary School Students; General education; Intervention; Medical sciences; Miscellaneous; Psychologists; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Psychotherapies. Psychological and clinical counseling; Psychotherapy; School Psychologists; Social Development; Special Education; Student Needs; Teacher Student Relationship; Treatments; United States; United States; Human; School psychologist; Social development; Treatment; School adaptation; Psychological counseling; Individual psychotherapy; Occupational role; Child; School environment; Therapeutic relation
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.20366

Psychotherapy is a service‐delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determing when to employ psychotherapy within the school‐based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short‐term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. © 2009 Wiley Periodicals, Inc.